the terms of the Creative Commons-AttributionNoncommercial-Share Alike License 2.5 Canada (http://creativecommons.org/licenses/by-nc-sa/2.5/ca/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly attributed, not used for commercial purposes, and, if transformed, the resulting work is redistributed under the same or similar license to this one. AbstractObjective -The project sought to understand the research expectations of first-year students upon beginning university study, and how they differed from the expectations of their professors, in order to provide more focused instruction and work more effectively with professors and student support services.Methods -A survey of 317 first-year undergraduate students and 75 professors at Mount Saint Vincent University in Halifax, Nova Scotia, was conducted to determine what each expected of first-year student research. Students were surveyed on the first day of the term in order to best understand their research expectations as they transitioned from high school to university. Results -The gulf between student and professor research expectations was found to be considerable, especially in areas such as time required for reading and research and the resources necessary to do research. While students rated their preparedness for university as high, they also had high expectations related to their ability to use nonacademic sources. The majority of professors believed that students are not prepared to do university-level research, do not take enough responsibility for their own learning, should use more academic research sources, and should read twice as much as students believe they should.Evidence Based Library and Information Practice 2012, 7.3 5 Conclusions -By better understanding differing research expectations, students can be guided very early in their studies about appropriate academic research practices, and librarians and professors can provide students with improved research instruction. Strategies for working with students, professors, and the university community are discussed.

Since 2009 librarians at Mount Saint Vincent University in Halifax, Nova Scotia have been teaching a fully weighted (half-unit/three credit) course in information literacy (IL), LIBR2100: Introduction to Research in the Information Age. Course sections are capped at 30 students with classes offered on campus in a traditional classroom/lab environment, and via distance using multimode technology. Now firmly established in the University's curriculum, required in three programs and an elective in all others, the course is in demand with growing wait lists requiring that multiple sections be offered each term.While the literature supports the positive outcomes of IL credit courses for both the students enrolled and the librarians teaching, few universities or colleges currently offer such an opportunity. Based on our positive experience at the Mount, accomplished with a professional librarian compliment of only five, we strongly recommend other universities and colleges consider seriously their ability to offer their own IL course.This article reflects on the steps taken by librarians at Mount Saint Vincent University to get a credit course in IL on the books, how we managed course implementation, and negotiated the inevitable workload demands. While we also briefly discuss course objectives and curriculum, and their evolution over time, these are not our primary focus. Because the literature is largely silent on the mechanics of getting an IL course Partnership: The Canadian Journal of Library and Information Practice and Research, vol. 12, no. 1 (2017) 2 mainstreamed in a university or college curriculum, this article focuses on outlining the phases of credit course development and traces an IL course from conception to reality.

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